HSCO 511

Reflection Paper Instructions

Watch all the segments in the First and Second Program on the Groups in Action DVD while following along in the workbook, reading the commentaries by Corey et al. (2014), and reflecting on the questions. You will then write a short Reflection Paper which must be submitted as a Word document on Blackboard. The paper must be engaging, substantive, and interesting. It must include self-reflection and personal application, not merely a summary and critique of what you viewed and read. Examine new insights about yourself as an emerging group leader from the perspective of a biblical worldview.

The paper must be 3–4 pages (1,000–1,300 words), not counting the title or reference pages (no abstract is necessary). Although you may use first person in this paper, remember it must be in current APA format. The paper must be well written, well organized, and free of grammar, spelling, or other writing errors. Address the following 2 topics by integrating relevant ideas from Corey et al. (2014) and Jacobs et al. (2016). Subheadings are unnecessary.

1. Identify, by name, the group member in the first or second program with whom you identify with the most. Explain why you identify with this person, i.e. what experience or issue were you able to relate to? Briefly describe 1–2 situations in which this member was working. What thoughts, feelings, fears, etc. did the member articulate? What skills and techniques did the group leaders (Jerry and Marianne Corey) use to guide the working member and to deepen the focus? How were other group members involved in this process?

2.

The Coreys established specific group norms in the beginning stage by encouraging group members to speak up, articulate their feelings, talk out loud, address one another, look at each other, and actively participate. These norms laid the foundation for interpersonal learning involving direct talk and role play in the present. Note how the leaders asked questions such as “Is there someone here you can relate to?” and “Who in here are you aware of right now?” to deepen the focus. Discuss your observations and reflections on how these and other leadership techniques used by the Coreys promoted therapeutic benefits for the group members.

*Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Boston, MA: Cengage. (DVD and workbook). ISBN: 9781285095059.

Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Cengage. ISBN: 97811337408851.

*Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Boston, MA: Cengage. ISBN: 9781305087309.

Running head: SAMPLE PAPER

1

SAMPLE PAPER 5

A Sample Paper for the Purpose of Correct Formatting

Student Name

Liberty University

A Sample Paper for the Purpose of Correct Formatting

When writing a paper, whether short or long, it is important to consider organization and style format along with content. This sample paper first provides instructions for how to set up and format a Word document consistent with the Publication Manual of the American Psychological Association (APA, 2013). Next, it briefly describes how to organize the paper by using subheadings and paragraphs effectively and properly. Finally, it addresses how to cite sources correctly, both in text and in a bibliography.

Basic Formatting

Once you have decided on a title for your paper, an abbreviated version of the title should be placed in the page header. Note that the header on the cover/title page is different from the headers on the rest of the paper. This is accomplished by double-clicking on the header or choosing the option for editing the header and selecting “Different first page” from the menu. Only the cover page header includes the words “Running head.” Make sure the header font is the same as the rest of the paper and that page numbers are inserted to the right. Use Times New Roman, 12-point regular font throughout the paper. Margins should be one inch on top, bottom, and sides and the text should be flush left.

When writing a longer paper, such as the Support Group Paper in HSCO 511, page two will be the abstract page, containing an abstract that summaries the paper in 150–250 words, normally without literature references. The actual paper will begin with the paper title at the top of page three. However, since the Reflection Paper and Group Leading Proposal are shorter, no abstract is expected; thus the paper begins on page two. Note that the entire paper must be double-spaced. Indent new paragraphs by one tab, i.e. half an inch. Do not add any extra spacing between paragraphs, before or after headings. Since Word has a default setting that adds 10 points before each new paragraph, you need to change this setting under the Paragraph tab.

Using Subheadings for Longer Papers

Subheadings help the organization of a paper that is more than a couple of pages long. Above is an example of a level two heading (i.e. centered with bold font and the first letter of each word capitalized). When using subheadings, the section between the paper title and first subheading should be used to introduce the paper and provide an overview. Normally, there should be at least two subheadings at each level. Make sure the subheadings are labeled in a way that makes sense and matches the content that follows. As a student, you will find that subheadings often are provided in the assignment instructions to help you decide what topics to write about and in what order.

Use paragraphs to categorize and organize your ideas within sections. Normally, a paragraph signals the introduction of a new subtopic, but make sure all transitions between ideas and subtopics are both clear and smooth. Also, since very short paragraphs containing only one or two sentences are frowned upon in scholarly writing, you will sometimes need to link two separate topics within a single paragraph by using bridging statements and transitional cues. Avoid statements, quotes, or Scriptures that are tagged-on and not properly integrated or explained within the paragraph. As a Liberty University student, you are always encouraged to apply a biblical worldview; however, sometimes the author makes the mistake of assuming the implication or application of a specific Scripture verse is self-evident.

Citing Sources Correctly

As you begin articulating your reflections on what you learned from watching the Groups in Action DVD, you may use first person (I, me, we, us, our). This is not generally permitted in scholarly papers, but appropriate for reflection and reaction papers, as well as in the discussion board posts in HSCO 511. Even so, your ideas should be supported either by illustrations from your own experience or by referencing the course literature (or video in this case). The references at the end of this paper include a recommendation for how to cite the DVD featuring Corey, Corey, and Haynes (2014).

Scholarly writing is typically closely linked to literature on the topic by paraphrasing (rephrasing the author’s idea in your own words) or by quoting their exact words. Both need to be cited. For example, Adams and Brown (2001) suggested that writing develops one’s thinking; however, they also said, “think before you write” (Adams & Brown, 2001, p. 3). Direct quotes should be used sparingly in scholarly writing. Only cite the author’s last name, unless you need to differentiate two resources with the same authors’ last names published in the same year. The publication year should always follow the author’s name, whether in narrative or parenthetical format, i.e. Eagan (2015), or (Eagan, 2015). Page numbers should be included for any quoted printed books, articles, etc., and paragraph numbers should be used in the absence of page numbers (for websites, ebooks without page numbers, etc.). For example: (Eagan, 2015, pp. 12-13) and (Carlisle, 2012, para. 8). Cite your source every time you refer to it (APA, 2013, pp. 15-16), unless attribution is clear.

The names of articles, books, etc. are normally not included in text, but if they are, italicize these. You may also use italics sparingly for emphasis or key terms that are not from the literature. Keep in mind that quotation marks are only used for quotes in APA, whether from literature or a source identified in text, i.e. my husband often tells me, “it’s not what you say; it’s how you say it.” Use single quotation marks only for quotes within quotes.

The bibliography below shows examples of how to arrange, italicize, and capitalize some of the most commonly used types of sources, including journal articles, books, book chapters, and online articles. If available, include a digital object identifier (DOI) for articles obtained online. When providing a link to an electronic source, it must be available to the public. This is not the case when the link is obtained from behind a firewall, e.g. while logged into Liberty University’s online library. Also, remove the active (clickable) hyperlink, leaving only the URL. Please consult the Publication Manual of the American Psychological Association (APA, 2013) for further guidance, as this short paper only covers some of the basic rules and style elements.

References

Adams, B., & Brown P. (2001). Pericles and the giant. The Journal of Namesakes, 12(8), 3-10. doi:001.118.13601572

American Psychological Association. (2013). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Carlisle, M. A. (n.d.). Erin and the perfect pitch. Journal of Music, 21(3), 16-17. Retrieved from http://make-sure-it-goes-to-the-exact-webpage-of-the-source-otherwise-don’t-include

Corey, G., Corey, M. S., & Haynes, R. (Directors). (2014). DVD for Groups in action: Evolution and challenges (2nd ed.) [DVD]. Available from http://www.cengage.com

Eagan, J. (2015). What not to do. In R. L. Heath (Ed.) Handbook of Public Relations (pp. 2-25). Thousand Oaks, CA: Sage.